Download - Western Maine Children's Museum--Final Report

A CHILDREN’S MUSEUM IN WESTERN MAINE

9/14/2013 Feasibility Study

Written by Angela McLeod, MSW

Edited by Jennifer Baker, M.S. Ed.

A Children’s Museum in Western Maine: Feasibility Study

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A Children’s Museum in Western Maine F E A S I B I L I T Y S T U D Y

Contents

EXECUTIVE SUMMARY ........................................................................................................ 2

INTRODUCTION ................................................................................................................... 2

DEMOGRAPHICS ................................................................................................................. 4

PROPOSED SERVICE ............................................................................................................ 5

MARKET INFORMATION ..................................................................................................... 6

REVENUE ............................................................................................................................. 7

OPERATING COSTS ............................................................................................................. 8

RECOMMENDATIONS .......................................................................................................... 9

CONCLUSION .................................................................................................................... 10

APPENDIX A: COMMUNITY SURVEY RESULTS .................................................................. 11

APPENDIX B: STATE DEMOGRAPHICS .............................................................................. 13

APPENDIX C: LOCAL DEMOGRAPHICS ............................................................................. 20


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EXECUTIVE SUMMARY The goal of this report is to provide an overview of how children’s museums typically function in a community,

to highlight the potential risks and benefits of starting one in Western Maine, and to give the reader an

understanding of the financial implications of starting such a business locally. Information for this report was

collected from a variety of sources including the state, federal government, Association of Children’s Museums,

local experts, and other resources. Interviews were conducted with three small, regional children’s museums1.

Additionally, the presidents of the boards of two local children’s museums that have since gone out of

business2 were interviewed so that we might learn from their history. Information from regional children’s

museums was gathered informally but specific numbers were corroborated with other sources (e.g. newspaper

articles, newsletters, museum websites) whenever possible.

This report finds that a children’s museum in Western Maine can be sustainable if a business model is adapted

to address two particular concerns that would make this museum unique among regional museums. First, it

would have lower projected attendance due to our rural composition, and these low numbers are not

expected to be substantially buoyed by tourism. Second, we have a higher degree of children living in

poverty so, to reflect this, admission prices would need to be lowered accordingly. Because of those

operational challenges, this report suggests an alternative model: a part-time, weekend museum that shares a

lease with a compatible business that occupies the space on a Monday-Friday basis. Although attendance

projections for a full-time museum appear anemic, a part-time model that keeps the museum open at the

busiest times is expected to be robust. Additionally, a compatible business that covers most or all of a site

lease would help defray costs and keep admission prices low.

INTRODUCTION

The concept of a children’s museum is one that most of us are familiar with—bright colors, levers to pull,

structures to climb, and everywhere things to touch and explore—but this idea of a children’s museum being a

place of hands-on learning only began to emerge in the 1960s. Though children’s museums have existed in

the United States for over 100 years,3 it was during that decade that museums and their communities began

to reimagine what a museum for children should look like. In the first half of the 20th century children’s

museums brought together collections thought to have particular appeal to children; toys, technology and

especially natural history were common themes,4 but otherwise children’s museums looked much like traditional

museums with display cases to house and protect collections. Things began to change in 1964 when the

director of the Boston Children’s Museum, Michael Spock,5 opened a new type of exhibit entitled “What’s

Inside?” which contained giant, everyday objects that were cross-sectioned so that visitors could “see” inside

them.6 Experimental exhibits like this began popping up in museums across the country and eventually

1 White Mountain Children’s Museum in North Conway, Children’s Discovery Museum in Augusta, and Coastal Children’s Museum in Rockland 2 Dottie Adams from Kid’s World of Fun and Wonder in Rumford and Marcia White from Carrabassett Valley Children’s Museum 3 The Brooklyn Children’s Museum began in 1899 and the Boston Children’s Museum began in 1908. Both began with an emphasis on natural history exhibits. 4 LeBlanc, Suzanne. "The Slender Golden Thread, 100 Years Strong." Maher, Mary. Capturing the Vision: A Companion Volume. Washington, D.C.: Association of Children's Museums, 2001. 1-10. 5 Son of Boston pediatrician, Dr. Benjamin Spock 6 Cross-sectioned objects: a baseball, a toilet, a toaster, and fresh gladiolas among others


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became the hallmark of children’s museums around the world. The following have become widely recognized

characteristics that distinguish children’s museums from traditional museums7:

DIRECT, INTERACTIVE EXPERIENCES: you don’t read about bubbles; you blow them

LEARNING IN CONTEXT: small worlds are created with relevance to the child’s world

LEARNING IS DIRECTED BY CHILDREN: concentration and attention come and go naturally;

learning does not stop or start at a particular time or in a particular order

EXHIBITS ARE DESIGNED TO ELICIT AN EMOTIONAL RESPONSE: joy, whimsy, surprise, pride,

etc., help to make impacting and lasting memories

It was exactly those types of characteristics that inspired me when I visited the Boston Children’s Museum with

my son earlier this year. Instead of having to hover over him to make sure that he didn’t injure himself or

touch something that he wasn’t supposed to, I could simply let him be the guide. Children’s museums are a

place where kids can behave like kids. When done correctly, the exhibits are thoughtfully designed,

engaging and durable. They also, happily, bring out the child in all of us—there were times when I asked for

a few more minutes to explore an exhibit because I was so intrigued by it. It is a space that invites adults to

model life-long learning.

After my experience at the Boston Children’s Museum,8 I started to envision a potential children’s museum in

Western Maine. The more I imagined it the more it seemed possible, so to gauge the rest of the community’s

interest I released a survey via the dailybulldog.com on July 31, 2013.9 The results were incredibly

enthusiastic and positive (appendix A). Out of 214 respondents, 176 stated that they were either “very” or

“extremely” interested in a children’s museum being created locally. There were also 28 comments left on the

dailybulldog.com site that were almost entirely supportive.

Because of the energy and enthusiasm created from the dailybulldog.com article, I immediately created a

Facebook page10 so that interested parties had a place to discuss, organize, and support ongoing efforts to

see this idea come to fruition. As of the writing of this report, the Facebook page had reached 3942

individuals in the United States, 245 of those individuals had become “fans” of the page, and 171 had

engaged with the page (liking, commenting, or sharing content with others).

A small workgroup of local women11 gathered on August 14, 2013, to discuss the project and divide tasks so

that a feasibility study could be completed more expeditiously. As information was collected and the project

appeared to be realistic, discussions turned to board creation since this will be a necessary step in

incorporating as a non-profit organization.12 A board is currently being developed that will be comprised of

approximately 1/3 educators, 1/3 business professionals and 1/3 other niche professionals and passionate

community members. The board is expected to have between 12-15 members.

7 Lewin-Benham, Ann. "Children's Museums: A Structure for Family Learning." Maher, Mary. Collective Vision: Starting and Sustaining a Children's Museum. Washington, D.C.: Association of Children's Museums, 1997. 8-13. 8 And also after having experienced a very long winter in 2013 with limited indoor entertainment options for children 9 http://www.dailybulldog.com/db/features/should-a-childrens-museum-open-here/ 10 www.facebook.com/westernmaineplay 11 Jennifer Baker, Jessica Lewis, Shelly Mooar and Mellisa Clawson 12 98% percent of children’s museums are non-profit 501(c)3 organizations, source: Association of Children’s Museums


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DEMOGRAPHICS Population Trends: Western Maine is characterized by the beauty of its lakes, forests, and mountains and by

the abundance of these natural resources. Most of this region is rural or very rural13 which means that access

to bigger city amenities is limited and that its residents are accustomed to traveling distances to get to

airports, shopping, specialist medical centers, etc. Western Maine, much like the rest of Maine, has a lower

percentage of children in the general population (appendix B) and as such helps to define Maine as one of

the “oldest” states in the U.S. Unlike most of Maine, however, which has had small population gains and is

projected to continue having small gains until 203014, many towns in Western Maine are expected to have

small and occasionally large population decreases until 2030 (appendix C). The reasons for this are complex

and outside of the scope of this document but the writer refers you to the footnote for additional history and

analysis.15

Economic Indicators: Childhood poverty should be given special attention in this report due to its predictive value for other negative outcomes that impact child, adult and societal wellbeing. The “2012 Maine Kids Count” data book states that: CHILDREN WHO LIVE IN POVERTY, ESPECIALLY THOSE WHO LIVE IN POVERTY FOR LONG PERIODS OF TIME, ARE AT AN

INCREASED RISK FOR POOR HEALTH, COGNITIVE, SOCIAL AND EDUCATIONAL OUTCOMES. THEY ARE MORE LIKELY TO HAVE

PHYSICAL, BEHAVIORAL AND EMOTIONAL HEALTH PROBLEMS; TO HAVE DIFFICULTY IN SCHOOL; TO BECOME TEEN PARENTS; AND, AS ADULTS, TO EARN LESS.”16 Franklin and Oxford17 counties each have higher levels of childhood poverty and income support programs

(such as WIC and TANF) than counties in Southern, Mid-Coast and Central Maine.18 Additionally,

approximately 20% more of these children are eligible for subsidized school lunches in comparison with

Cumberland County.

Education Indicators: An awareness of regional education data would be important information for any

children’s museum. The museum’s ability to influence these indicators would be one measure of success. For

Franklin and Oxford County, the most recent education data19 is represented in the following table:

13 Mattingly, Marybeth J. and Andrew P. Schaefer. A Demographic Profile of Maine: Highlighting the Distribution of Vulnerable Populations. Final Report to the John T. Gorman Foundation. Durham, 2012.

14 Ibid. 15 Cogan, Charles S. "The Maine Economy: Yesterday, Today and Tomorrow." A Background Paper Prepared for the Brookings Institute. Portland, 2006. 16 Maine Children's Alliance. "2012 Maine Kids Count Data Book." 2013. 17 This section refers to data by county, specifically Franklin and Oxford counties, because of the way census data is aggregated 18 Ibid. 19 Ibid.


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Indicator Franklin County Oxford County Maine Eligible children

enrolled in public Pre-K

38% 32.1% 27.9%

Students with

disabilities

14.7% 17.9% 17%

High school drop-out

rate

4% 4% 3.6%

High school graduation

rate

89% 78.4% 82%

Although the indicators are mixed, they highlight both areas of strength and potential challenges that the

region is facing. Children’s museums are an effective resource for communities to help improve educational

outcomes. Their interventions are well timed to coincide with the critical early years of brain development and

they facilitate interactions between adult and child that foster the “serve and return”20 dynamic that is needed

to help build neural connections.21 Simply put, they help support a healthy foundation for children.

PROPOSED SERVICE TO THE COMMUNITY Description: A children’s museum would include a pay-to-enter physical space that incorporates hands-on,

interactive exhibits organized and displayed for maximum enjoyment and learning potential. Exhibits would

be designed that are developmentally appropriate for young learners across a variety of developmental

stages and to engage the child and caregiver in meaningful interaction. Exhibits would illustrate fundamental

concepts from the arts, sciences, and humanities. Programming would be created to complement the

child/caregiver’s experience and a room would be available for birthday party rentals. Memberships would

be offered to reduce costs to frequent visitors; these passes and regular admission prices would be

determined with the goal of affordability for local families.

Museum without Walls: It is common for museums to go through a period of time where they utilize a “museum

without walls” prior to opening a physical space.22 A museum without walls includes the same thought and

development as a physical space but with mobile exhibits that can be stored when not in use. These traveling

children’s museums can arrange to have their exhibits displayed in parks, schools, local festivals, etc.

Site Location and Other Considerations: A local museum site should be found to maximize visibility, accessibility

and proximity to population centers. The average size of the smallest subsection of the Association of

Children’s Museums membership is nearly 6500 sq. feet.23 The three closest, small children’s museums (Coastal

Children’s Museum in Rockland, Children’s Discovery Museum in Augusta, and White Mountain Children’s

20 A tennis metaphor: the child points, looks or verbally engages the adult (i.e. “serves”) and the adult responds; this back-and-forth is crucial for early learning and brain development 21 Maine Children's Growth Council. "Invest Early for 2020: Building the Foundation for Maine's Future." 2011. 22 The Coastal Children’s Museum operated in this fashion for over a decade before settling into a permanent space 23 Association of Children's Museums. "2008 Children's Museums Metrics Report: Buildings and Facilities." 2008.


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Museum in North Conway, NH) are each between 3000 and 8000 sq. feet.24 Particular attention should be

paid to finding a site that has a sprinkler system and adequate emergency exits, as well as onsite or nearby

parking. The majority of small children’s museums lease space25 rather than own. 35.7% of small museums

have a free lease arrangement26 with an additional 11.9% having a joint lease agreement.27

MARKET INFORMATION

Market Area Definition: The market area for the purpose of this report will be defined as a 30-minute driving

radius from Wilton, ME. Within that market area we found that the total population was 46,127 with 4826

between the ages of 0-9 (appendix C).

Local Competition: Local, child entertainment options would include outdoor venues (e.g. parks, playgrounds,

beaches, nature preserves, outdoor festivals, etc.) and indoor venues (e.g. Narrow Gauge Movie Theater,

Meadow Lanes bowling alley, UMF pool). Although many outdoor options are free, making them wonderfully

accessible to area families, their major downside is their reliance on good weather. Most parks and

playgrounds cannot be accessed by families in the winter and most families choose not to attend outdoor

activities when it’s raining. The indoor options have year-round appeal but all have an admission cost. The

indoor options also focus on one activity: either a physical/gross motor activity or passive entertainment. Each

local option, outdoor and indoor, has varying degrees of success with being inclusive to all children including

the very young and children with special needs. No venue exists locally that combines play-based, organized

learning. Families interested in attending such a space would need to travel an hour or more to do so.

Because the possibility of birthday party rentals was very popular in the community survey (appendix A) an

investigation of local party rental options was also completed. Again, several low or no-cost options were

found for warmer weather months (assuming the weather cooperates) but few were found for the rest of the

year. Indoor options would include: the bowling alley ($3.25/game and $1 shoe rentals for a birthday

party), the UMF pool ($86-$143 for a party rental) or The Paper White Room ($175 for an “ice cream

social” and $250 for a birthday party). The bowling alley and the UMF pool, in particular, would be less

desirable for very young party guests because the activity is less developmentally appropriate.

Tourism: Western Maine, though drawing fewer tourists than Maine’s coastal communities, still receives a

significant number of overnight and day visitors each year.28 The top draws for visitors to the region29 are the

“beautiful scenery” and “outdoor recreation”30 in the area. Statistics vary by year but roughly 10% of

visitors to Maine come specifically to the “Lakes and Mountain” region which encompasses Western Maine.

These visitors are more likely to be younger than Maine’s average visitor and to have children.31 When

visitors were asked what could have improved their visit to this region “poor weather” was cited as a

24 The president of Coastal Children’s Museum estimated there space to be between 3000-4000 sq. feet, Children’s Discovery Museum is 3000 sq. feet and White Mountain Children’s Museum is 8000 sq. feet 25 Coastal Children’s Museum pays $515/month, Children’s Discovery Museum pays $2000/month and White Mountain

Children’s Museum pays $600/month 26 Kids World of Fun and Wonder had a free lease provided by the Catholic Church 27 Ibid. 28 2008 data: nearly 3 million overnight visitors and 2 million day visitors came to the region, source: www.visitmaine.com 29 The state of Maine has designated our local area as part of the “Lakes and Mountains” region. The reader should note that the “Lakes and Mountains” region also includes large tourism draws such as Sebago Lake and mountain ski resorts. 30 Digital Reseach Inc. 2012 Maine Lakes and Mountains Regional Report. Kennebunk, 2013. 31 Kelley, Chris. 2008 Maine Lakes & Mountains Visitation Report Executive Summary. 2009. email.


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drawback second only to “not enough time”. Although this is a common response from visitors in all of Maine’s

regions it was particularly acute in the “Lakes and Mountains” region. These visitors cited the weather as a

disappointment 19% of the time while the average for all of Maine’s visitors was only 14%.32 It is speculated

that visitors who come to this region of Maine to experience the outdoors, but instead are confronted with

uncooperative weather, would currently find that there are limited indoor entertainment options thus resulting

in a higher number of complaints. A children’s museum in Western Maine could potentially offer an

alternative activity when other plans fall through.

PROJECTED REVENUE

Revenue is challenging to project. Each museum in each community is unique, which makes creating a

standardized formula for determining revenue challenging.33 The following projected earned income is

intended to be fair and reasonable with numbers based on these assumptions about attendance: that ¼ of

the local population ages 0-9 will attend twice per year34 and that there will be a 10% increase in

attendance from visitors over 30 miles away. Those assumptions put annual attendance projections at 2654

visits by children per year.35 Attendance projections are supported by the limited number of local, alternative

venues for families, the driving time to attend a regional children’s museum, and community survey results

(appendix A).

The following table projects 2% membership and adjusts total revenue accordingly. It also assumes 40

birthday parties per year, which this writer believes to be a conservative estimate based on the limited

number of alternative options. The price assigned to each category is somewhat arbitrary—the writer

attempted to find reasonable price points that were more affordable than the three closest regional children’s

museums to reflect higher rates of local childhood poverty and lower median household incomes.

Contributed income would include grants, fundraising, and donations (including corporate, private and public).

Statistically, small museum revenue is comprised of approximately 55% contributed income to 45% earned

income. This writer was concerned about the percent of contributed income being unrealistic for the children’s

museum being proposed36 so instead went with a more conservative total income that reversed the two

percentages. Therefore, contributed income was derived from earned income by determining what amount

would create a 45% contributed income to 55% earned income ratio. This is shown in the following table:

32 Ibid. 33 Interviewed employees of one regional museum stated that they still have difficulty projecting attendance and revenue even after being open for four years. 34 A conservative estimate based on community survey results 35 Each child has to attend with a caregiver and museum data supports that half of attendees are adults, resulting in an annual projection of 5308 total visitors. Attendance will fluctuate throughout the year but if we divide this total by 52 we arrive at approximately 100 visitors each week. 36 Grant writing and fundraising are time-intensive so in a model that would rely substantially on volunteers it seems unreasonable to expect that volunteers will spend the time needed to reach the 55% contributed income average.


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Source of Revenue How much? How many? Total

Admissions

$7 for a child/adult

pair

2601

$18,207 - $371 for

membership

adjustment37 = $17,836

Memberships $45 per child 53 $2385

Birthday Party Rentals $75 40 $3000

Contributed Income n/a n/a $18,999

Total Projected Annual

Income

$42,220

PROJECTED OPERATIONAL COSTS Having established revenue, addressing operating costs becomes less of a matter of “what do we want to

spend” and more of a reality-based “what can we spend?” This section will rely heavily on national statistics

for small children’s museums to give the reader an overview of operational costs.38

The largest expenditure in a museum’s budget is personnel, at approximately 50% of the museum’s total

income.39 Based on our income projections that would allow for $21,110/year for one or two part-time

employees, depending on their job descriptions, number of hours worked, and hourly wage. The remaining

50% of operational costs are detailed in the following table:

Expense Percent of Operational Costs Amount Per Year

Rent or Mortgage40 13% $5488.60

Facility and Exhibit Maintenance 13% $5488.60

Administrative Costs 7% $2955.40

Fundraising Costs 5% $2111.00

Materials for Programming 4% $1688.80

Other 8% $3377.60

Total 50% $21,110

37 Attendance numbers are based on the assumption of two visits per year; members will only pay one fee so their “extra visit” that has already been considered must now be removed from the admissions income. 38 Association of Children's Museums. "2008 Children's Museums Metrics Report: Financials and Governance." 2008. 39 Kid’s World of Fun and Wonder in Rumford never employed a staff person but this may have been one of the reasons for their demise. 40 The national average is approximately 7% of the budget but that average includes museums that don’t pay any rent. This writer chose to use 13% to more accurately determine a number that the proposed museum can afford to pay for this one expense.


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This table illustrates what all small children’s museums are aware of: that balancing affordability with the cost

of providing a quality experience for visitors is a constant challenge.

RECOMMENDATIONS

This writer finds that a local children’s museum is feasible in Western Maine but that the following suggestions

should be considered by the founding board for long-term sustainability:

To reduce costs the board should consider sharing a lease with a companion business and

operating the museum on a “part-time, weekends, evenings, and holidays” basis. This type of

arrangement would have the added benefits of 1) more concentrated attendance on t he days

that the museum is open, 2) a greater ability to do more with the limited staffing that the

museum can afford to hire and 3) reduced overhead costs. Priority should be given to a

business whose own schedule most closely resembles a traditional school schedule, thereby

allowing the children’s museum to be open when attendance is highest. Priority shou ld also be

given to a business that shares the same core values as the children’s museum.

Children’s museums traditionally earn additional revenue not detailed in this report. They

include: gift shops, corporate/library memberships, after-hours party rentals, fee-based

programming, and school outreach programming among others. The board should examine all

potential revenue streams and assertively act to include those that are best suited for a

children’s museum in this community.

The board should continue to reach out to other small, regional museums to share information ,

best practices, and potentially exhibits. This sort of collegiality is likely to elevate the quality of

product that can be offered by all participating museums and may save money.

The board should consider a “museum without walls” while preparing for a permanent physical

space. A museum without walls will serve several purposes, 1) it raises funds (if you charge

admission), 2) it helps to create a market for your product, 3) it allows you to test exhibit ideas

and solicit feedback on how well they’re received , and 4) it shows potential funders what the

organization is capable of.

A marketing plan should be developed as part of a larger business plan that addresses the

potential to market the children’s museum to tourists in this region.

Strategic connections should be made throughout the local education system. UMF and local

high schools would be a great source for student teachers, interns, work-study students, and

volunteers. This also helps to establish the children’s museum as a place “for the community”

rather than one simply for children.

The ability to attract and retain volunteers will be critical to the museum’s success. A plan for

addressing this need should be created as part of a larger business plan. The board should also

develop a public relations strategy for minimizing the appearance of this project seeming

“owned” by the writer of this report rather than shared by a community. If community members

do not feel that they can have a piece of ownership in the museum’s planning and creation then

they will be less likely to invest their time, energy, and money. Board members should strive

for inclusion and multiplicity whenever possible.


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CONCLUSION

A business that supports the wellbeing of children in turn supports the wellbeing of an entire community. A

children’s museum has the ability to not only nurture developing young minds but to also be a part of a larger

plan to attract young families back to Western Maine. Additionally, it would be a positive development for

the local economy to have a place for both locals and tourists to go during long winters and rainy summers.

This is one reason why children’s museums have been used as “anchors” in downtown revitalization

projects41—they attract people from surrounding areas who then eat or shop nearby, creating economic

ripples in those businesses.

Although a local children’s museum would face financial challenges, as all children’s museums do, with the right

strategies and creative solutions these challenges can be mitigated. The communities of Western Maine should

be well-versed in “doing more with less” and so should be capable of developing a children’s museum that not

only succeeds but exceeds our expectations of what our friends and neighbors are capable of accomplishing

when motivated to work together for the greater good.

41 Lord, Ted Silberberg and Gail Dexter. "Making the Case: What Children's Museums Have to Offer Downtown Revitilization Efforts." Maher, Mary. Collective Vision: Starting and Sustaining a Children's Museum. Washington, D.C.: Association of Children's Museums, 1997. 176-180.


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APPENDIX A: COMMUNITY SURVEY RESULTS


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APPENDIX A: COMMUNITY SURVEY RESULTS, CONTINUED


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APPENDIX B: STATE DEMOGRAPHICS


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APPENDIX B: STATE DEMOGRAPHICS, CONTINUED


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APPENDIX C: LOCAL DEMOGRAPHICS

Towns Within an Approximate 30-Minute Driving Radius from Wilton

Source: population from 2010 US Census, projections from www.maine.gov

POPULATION:

AGES 0-5

POPULATION:

AGES 5-9

TOTAL POPULATION:

ALL AGES

TOTAL POPULATION

PROJECTION: 2010-

2030

CANTON 38 45 990 -1.5%

CARTHAGE 22 26 560 1.2%

CHESTERVILLE 67 73 1352 13.4%

DIXFIELD 151 151 2550 -9.3%

FARMINGTON 354 315 7760 -4.2%

FAYETTE 47 61 1140 5.3%

INDUSTRY 47 76 929 14.7%

JAY 294 284 4851 -15.8%

LIVERMORE 99 109 2095 15.3%

LIVERMORE FALLS 214 224 3187 -3.1%

MEXICO 147 140 2681 -34%

MT. VERNON 88 78 1640 2.3%

NEW SHARON 88 83 1407 2.1%

NEW VINEYARD 39 33 757 -5.9%

PERU 52 74 1541 2.9%

RUMFORD 293 272 5841 -34.6%

STRONG 70 71 1213 -9.2%

TEMPLE 24 29 528 -15.6%

VIENNA 24 21 570 3.3%

WELD 8 8 419 -5.4%

WILTON 241 246 4116 -13.9%

TOTAL 2407 2419 46,127 Area Average: -3.5%

http://www.maine.gov/